Creativity and intelligence are systematically developed in students at the Maharishi Free Schools with a few minutes of Transcendental Meditation (TM) at the beginning and end of the school day.

New Maharishi Free Schools to open in England
by Maharishi Free School Team
15 November 2011

Plans are under way to open a Maharishi Free School in Richmond for September 2013 which aims to deliver not only outstanding academic results, but also the full development of pupils’ creativity, intelligence and self-confidence. There is an extraordinary need for more school places in Richmond, with the Hampton-based parent organisation Children-Without-Choice stating that there was a shortage of 190 places for Reception-age children this year alone, while even greater demand exists for secondary places.

The Richmond school—which hopes to use the facilities of Oldfield School in Hampton—will use Consciousness-based Education. This features a broad curriculum based around the International Baccalaureate, and incorporates a few minutes practise each day of the Transcendental Meditation technique for pupils and staff. This simple, effortless mental technique provides deep physical and mental rest, dissolves stress, and develops neurological balance—making it a valuable component of effective education, and a useful life-long skill.

Consciousness-based Education, widely praised for offering an educational environment free from bullying and other stress-related negative behaviour, has been pioneered by the Maharishi Free School in Lancashire (named after the founder of Transcendental Meditation, Maharishi Mahesh Yogi), which will supervise the Richmond school.

“Outstanding quality of education” — Ofsted

Despite the Maharishi Free School being completely non-selective academically, reports from Ofsted and the School’s GCSE results rank the School not only amongst the highest in Lancashire, but also in the top 2.5% of all schools nationally, outperforming even Eton and Harrow.  These results have been consistent since the School was first established 25 years ago, and supporters are confident they will be replicated in the Richmond school.

Ofsted, who in 2009 rated the School “outstanding” in 11 areas and “outstanding” overall, reported that “The School’s focus on individuals and its use of meditation and the quest for balance underpins all that it does. Students are calm, confident, self-assured, polite and considerate. They are eager to acquire knowledge and skills and enjoy learning.”

“It provides outstanding quality of education for all of its pupils that is well tailored to their individual needs.”

Dr Cassells, head teacher of the Maharishi Free School, explains: “Consciousness-based Education directly develops receptivity, intelligence, creativity, neurophysiological integration and better health in all students irrespective of their background, faith, attitudes, gender or abilities. This is because the quality of the students’ awareness is fundamental to successful educational outcomes. Likewise, all of the teachers at the School benefit tremendously from their morning and evening practice of Transcendental Meditation, which gives them the relaxation and alertness to manage every class effectively. It is these benefits for pupils and teachers that are inspiring schools all over the world to introduce Consciousness-based Education.”

There are also plans to open a Maharishi Free School in Suffolk in 2013.

Research supports Consciousness-based Education
Peer-reviewed, published research substantiates that with the practise of Transcendental Meditation, children not only perform better academically, but, being more settled and more alert, they also enjoy school more and become happier, more balanced individuals.

For more information see www.maharishischool.com Note in particular the short video about the School on the home page, with interviews from pupils, teachers and parents.

Quotes

Former pupil of the Maharishi Free School:
“I am now doing post-doctoral work at Cambridge University. I attended Maharishi School my entire school life and wouldn’t change a day of it.” Ben Cross

Parent of pupil at Maharishi Free School:
“My son was bullied at the school he was at previously. Since coming to Maharishi School he has thrived in an atmosphere where differences are appreciated and children are supportive of one another.” Carla Robinson

Teacher at Maharishi Free School:
“I could not have imagined it from my teaching experience in previous schools, but I actually feel better at the end of a school day than at the start, and look forward to coming in on Monday mornings!” Sarah Bowie

“I have had the pleasure of meeting many students who are practising Transcendental Meditation and experiencing Consciousness-based Education. They are amazing: self-sufficient, energetic, blissful, creative, powerfully intelligent and peaceful human beings. Meeting these students, for me, was the proof that Consciousness-based Education is a profoundly good thing for our schools and for our world.” Film Director David Lynch.

Scientific Research

    “Over the past 10 years the editors and reviewers of the International Journal of Neuroscience have accepted several papers on Transcendental Meditation because they have met the rigorous standards of scientific publication. IJN is honoured to have two Nobel laureates on its editorial board, and has a distinguished group of scientists from leading universities on every continent who judge the scientific value of the papers submitted for consideration.”
       —Dr. Sidney Weinstein, Editor-in-Chief, International Journal of Neuroscience

Following are just three selected, peer-reviewed, published studies on the effects of Transcendental Meditation (TM) in education, out of the more than two hundred studies published on the beneficial effects of Transcendental Meditation in the development of full mental potential and improvements in self-actualisation and good behaviour.

1) So, K.T. (September/October 2001). Intelligence and Creativity Increased through Transcendental Meditation; Intelligence, Vol. 29/5, pp. 419-440.
Summary: Three randomised studies on secondary school students in Taiwan were published in Intelligence (the leading journal in this field). All three studies found that the students who learned TM experienced a significant improvement in all areas measured including:
a)            whole-brain creativity
b)            practical intelligence
c)            field independence
d)            state and trait anxiety
e)            speed of sensory information processing
f )            fluid intelligence

2) Barnes V., Bauza L.B., Treiber F.A., (2001) Reduced absenteeism, rule infractions and suspension days; Annals of Behavioural Medicine 23 (Suppl):S100
Summary: A randomised study of at-risk African American adolescents in Georgia USA, found that 4 months of TM practice significantly reduced absenteeism, rule infractions and suspension from school.

3) Nidich S.I., Nidich R. J. (1989) Increased Academic Achievement at Maharishi School: a replication study. Education 107: 49-54. 146
Summary:  On entry to the Maharishi School in Fairfield, Iowa, 37 new pupils’ composite score in the Iowa Test of Basic Skills resulted in their ranking as 51st percentile rating them as of ‘average ability’. At the end of one year at the Maharishi School the pupils score had improved by 15 percentiles to the 66th percentile. This was a replication of a previous study, also published in the journal Education which found very similar results.

© Copyright 2011 Maharishi Free School, UK